What if we celebrated accessibility…and taught ALL students?
What would be some outcomes?
- Equitable Consideration and distribution of A.T.
- Student Engagement & Independent Learners
- Greater Student Retention and Less Delinquency
- Empowered Students Solving their Own RTI Needs
- More Time for Teachers to actually Teach
- Financial Savings in Support Resources
ATLAS: Assistive Technology Literacy for All Students
The goal of this approach is to create STEM-like activities for all grades, Pre-school to high school, that teach the basics elements of learning tools (and A.T.) integration into grade appropriate activities, thus empowering students to become independent problem-solvers in learning tool integration. The greater goal being that students would be empowered to participate in their own differentiated instruction should the need arise in their future educational experiences.
Students who eventually demonstrate learning disabilities will be empowered to anticipate and solve their own accessibility issues thereby preserving their ability to actively participate in all lessons without interruption. The impact of this self-directed tool integration impacts sustained interest in lessons, learner confidence, and even mental health needs. This approach will circumvent the current faulty and reactive approach school systems take to addressing the assistive technology needs of struggling learners and simultaneously remove the stigma of such tool use.
The goals for the STEM activities will be to promote:
A. Student understanding alternative learning approaches via tools to create access to lessons/needs/learning exist
B. Students developing basic skills to find/employ tools for access in their grade level through play
C. Students understanding simple integration of tools into grade level work through predesigned activities
D. Students mastery of tools to teach their peers and others and to pursue their own toolkits for learning
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STEM SUGGESTIONS FOR A.T.
PRESCHOOL
3K & Preschool STEM Activity
Activity: Understanding an AAC Language Device by Preschoolers
Introduction: Children explore symbols for transitions, visual schedules, and language
Exploration Stations: An AAC device (ideally multiple iPads) and Low-Tech symbols cards for play
Creative Task: Identifying possible meanings for the symbols, grouping them for communication
Children discuss where other symbols can be found in the community
Children explore imaginary activities using the device with partners
Children provided with educator insights on alternative voices in our community
Outcomes: By engaging in this STEM activity, school children will gain hands-on experience with assistive
technologies, fostering empathy, understanding, and inclusivity, and developing communication
partners for AAC users (now and in the future).
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ELEMENTARY
Thematic Unit: A.T. Provides an Accessible Path to Participation
Elementary School STEM Activity
Activity: Discovering how technologies make the world accessible to all
• Introduction: Students explore the built-in Accessibility features of mobile devices and computers
• Exploration Stations: Trials on devices for vision, hearing, and alternative access methods
• Creative Task: Imagining how such tools could make various curriculum tasks more accessible
• Conclusion and Reflection:
Peers discuss what accessibility means to a variety of community members
Peers explore how tools are activated and function
Peers provided with educator insights how accessibility can be beneficial to fellow students
and supporting individuals with diverse needs and defeating the stigma around such tools
• Outcomes: By engaging in this STEM activity, school children will gain hands-on experience with
assistive technologies, fostering empathy, understanding, and inclusivity. It will also empower
them to utilize technology as a tool for promoting accessibility and supporting individuals with
diverse needs and defeating the stigma around such tools leave our system.
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MIDDLE SCHOOL
Thematic Unit: A.T. Fosters Neurodiversity Acceptance
Middle School STEM Activity
Activity: Practical applications of built-in and subscription based A.T. for learning tasks
• Introduction: Students apply knowledge of existing A.T. to overcome obstacles in literacy, math,
and idea organization lessons.
• Exploration Stations: Multiple opportunities are given for students to revisit this STEM session.
Tools are to be made readily available on all classroom and library technologies.
• Creative Task: Students are encouraged to design their own toolkit for personal productivity
• Conclusion and Reflection:
Peers work in groups of three to navigate all features and present their findings.
Peers discuss preselected features and how the impact preselected activities in the class
Peers provided with educator insights on the neurodiversity of learners and encouraged to
reflect upon their own needs and challenges in classrooms facilitated by adult.
• Outcomes: By engaging in this STEM activity, students will gain hands-on experience with assistive
technologies, fostering empathy, understanding, and inclusivity. It will also empower them to
utilize technology as a tool for promoting accessibility and supporting individuals with diverse
needs and defeating the stigma around such tools leave our system.
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HIGH SCHOOL/TRANSITION
Thematic Unit: A.T. Sustains Learner Engagement and Independence
High School -Post-secondary Transitioning STEM Activity
Activity: Practical application of A.T. for note-taking in the classroom and the working world
• Introduction: Students in this session will have had previous ones listed. If not, such sessions will also
be offered at an advanced use level. This session will focus on the computer and mobile device based
options for audio, text, document import and organization, and transcription features.
• Exploration Stations: trials of various software, extensions, and mobile apps and devices that can be
borrowed and explored in the classroom after mastery.
• Creative Task: Students are given an assignment to take for homework that requires the use of two
tools in conjunction with each other for greater productivity/ accessibility outcomes
• Conclusion and Reflection:
Peers discuss the challenges of note-taking and reflect upon how AT might alter their approaches.
Peers explore various post-secondary use of tools in workplace and post-secondary schooling
Peers engaged with counselor on how such tools may alter their decisions transitioning out
• Outcomes: By engaging in this STEM activity, students will gain hands-on experience with assistive
technologies, fostering empathy, understanding, and inclusivity. It will also empower them to utilize
technology as a tool for promoting accessibility and supporting individuals with diverse needs and
defeating the stigma around such tools leave our system
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SAMPLE ACTIVITY
Activity Steps: Elementary School STEM AT
1. Introduction: Provide examples of how assistive technologies, such as text-to-speech, speech-to-text, and word prediction apps, can assist individuals with reading and writing challenges.
2. Exploration Stations: Divide students into small groups for specific stations
3. Station 1: Text-to-Speech (30 minutes)
• Students will use text-to-speech software to convert written text into spoken words.
• They can type or copy-paste text into the software and experiment with different voices, speeds, and accents.
• Encourage students to listen to the text being read aloud and discuss how this technology can assist individuals who have difficulty reading.
4. Station 2: Speech-to-Text (30 minutes)
• Students will use speech-to-text software to dictate their spoken words and observe how they are transcribed into text.
• Provide a topic or prompt for students to speak about while the software converts their speech into written words.
• Discuss the advantages of speech-to-text technology for individuals who struggle with writing or have physical disabilities.
5. Station 3: Word Prediction (30 minutes)
• Students will explore a word prediction app that suggests words or phrases while they type.
• Discuss how this technology can assist individuals with spelling difficulties or those who require extra support while writing.
• Students can experiment with the app's word suggestions and observe how it helps them compose sentences faster and more accurately.
6. Creative Task (20 minutes): Gather students back together and provide a creative task that incorporates the use of assistive technologies. For example, ask students to write a short story using a word prediction app, or deliver a speech using speech-to-text software. Encourage students to reflect on their experience with the assistive technologies and discuss how it affected their writing or speaking abilities.
7. Conclusion and Reflection (10 minutes):
A. Summarize the key concepts learned during the activity.
B. Encourage students to reflect on how assistive technologies can make a positive impact on people's lives.
C. Discuss other potential applications of assistive technologies beyond reading, writing, and communication.
8. Outcomes: By engaging in this STEM activity, elementary school children will gain hands-on experience with assistive technologies, fostering empathy, understanding, and inclusivity. It will also empower them to utilize technology as a tool for promoting accessibility and supporting individuals with diverse needs and defeating the stigma around such tools.
